Competencies as a behavioral approach to emotional intelligence

From burnout to behavior: the dark side of emotional intelligence on optimal functioning across three managerial levels

Introduction

Burnout has been typically addressed as an outcome and indicator of employee malfunctioning due to its profound effects on the organization, its members, and its profitability. Our study assesses its potential as a predictor, delving into how different sources of motivation-autonomous and controlled-act as mediational mechanisms in the association between burnout and behavioral dimensions of functioning (namely, organizational citizenship behaviors and work misbehaviors). Furthermore, the buffering effects of emotional intelligence across three different managerial levels were also examined.

Methods

To this end, a total non-targeted sample of 840 Romanian managers (513 first-, 220 mid-, and 107 top-level managers) was obtained.

Results

Burnout predicted motivation, which predicted work behaviors in a moderated-mediation framework. Contrary to our initial prediction, emotional intelligence augmented the negative association between burnout and motivation, exhibiting a dark side to this intelligence type. These findings are nuanced by the three managerial positions and shed light on the subtle differences across supervisory levels.

Discussion

The current article suggests a relationship between multiple dimensions of optimal (mal)functioning and discusses valuable theoretical and practical insights, supporting future researchers and practitioners in designing burnout, motivation, and emotional intelligence interventions.

Student-Led Individualized Education Programs: A Gateway to Self-Determination

PURPOSE

The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings.

METHOD

The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined.

RESULTS

One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience.

CONCLUSIONS

This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.

Competencies for Transformational Leadership in Public Health-An International Delphi Consensus Study

Objectives: This Delphi study intended to develop competencies for transformational leadership in public health, including behavioral descriptions (descriptors) tailored to individuals and their contexts. Methods: The study involved five rounds, including online "e-Delphi" consultations and real-time online workshops with experts from diverse sectors. Relevant competencies were identified through a literature review, and experts rated, ranked, rephrased, and proposed descriptors. The study followed the Guidance on Conducting and REporting DElphi Studies (CREDES) and the COmpeteNcy FramEwoRk Development in Health Professions (CONFERD-HP) reporting guidelines. Results: Our framework comprises ten competencies for transformational public health leadership (each with its descriptors) within four categories, and also describes a four-stage model for developing relevant competencies tailored to different contexts. Conclusion: Educators responsible for curriculum design, particularly those aiming to align curricula with local goals, making leadership education context-specific and -sensitive, may benefit from the proposed framework. Additionally, it can help strengthen links between education and workforce sectors, address competency gaps, and potentially reduce the out-migration of graduates in the health professions.

Emotional intelligence, leadership, and work teams: A hybrid literature review

Emotional intelligence (EI) has been widely researched in different fields of knowledge. This paper reviews the literature on emotional intelligence, leadership, and teams in 104 peer-reviewed articles and reviews provided by the Web of Science and Scopus databases from 1998 to 2022. It is a hybrid or mixed review as it uses both quantitative and qualitative analysis techniques. The aims of this study are a performance analysis of the selected documents (years of publication, country, sectors, techniques used, most cited authors, authors with more publications, journals, journal quartiles, and scope of publication), as well as a co-word analysis using Atlas. ti v8. The results of the quantitative analysis indicate that the majority are empirical works. The qualitative analysis is a co-word analysis providing the following results: (i) classification of authors by major themes-categories (EI, leadership, team), (ii) classification of themes within each major theme: three subcategories in EI, 17 subcategories in leadership, and 19 subcategories in team and, lastly, (iii) classification according to the chronological development of main objectives from the most cited authors' articles we analyzed. Leadership (transformational, emergence, virtual, effective, health, effectiveness) is the major theme we studied. Our in-depth review of the articles has shown that emotionally intelligent leaders improve both behaviors and business results and have an impact on work team performance. It also highlighted a positive relationship between emotional competence and team members' attitudes about work. The new trends focus on the impacts of COVID19, the global crisis due to the Ukraine War, working in VUCA and BANI environments, comparative studies between generations, the application of artificial intelligence and the influence of mindfulness on organizations.

Unraveling the perceived overqualification puzzle: The role of distributive justice and leader political skill in influencing knowledge sharing

Perceived overqualification is a prevalent phenomenon in any type of organization due to overeducation and worldwide economic downturn. Despite numerous empirical examinations of such phenomenon, the impact of perceived overqualification on individual behaviors is inconsistent and inconclusive. We draw on equity theory to examine the negative effect of perceived overqualification on knowledge sharing through distributive justice. In addition, we investigate a leader's political skill as a boundary condition that influences the impact of perceived overqualification on distributive justice and subsequent knowledge sharing. Using a sample of 339 team members in South Korea, we found that perceived overqualification negatively impacts distributive justice, subsequently deteriorating employees' knowledge-sharing behaviors. Furthermore, when team leader is politically skilled, the negative impact of perceived overqualification on knowledge sharing is weakened. Theoretical implications and directions for future research are discussed.

Health-care leaders' experiences of the competencies required for crisis management during COVID-19: a systematic review of qualitative studies

PURPOSE

This paper aims to synthesize health-care leaders' experiences of the competencies required for crisis management.

DESIGN/METHODOLOGY/APPROACH

The systematic review followed the joanna briggs institute (JBI) guidance for systematic reviews of qualitative evidence. The search strategy included free text words and medical subject headings and peer-reviewed qualitative studies published in English, Finnish and Swedish and was not limited by year or country of publication. The databases searched in March 2022 were Scopus, PubMed, CINAHL, ABI/INFORM and the Finnish database Medic. Gray literature was searched using MedNar and EBSCO Open Dissertations. Studies were screened by title and abstract (n = 9,014) and full text (n = 43), and their quality was assessed by two independent reviewers. Eight studies were included. The data was analyzed using meta-aggregation.

FINDINGS

Fifty-one findings (themes and subthemes) were extracted, and 11 categories were created based on their similarities. Five synthesized findings were developed: the competence to comprehend the operational environment; the competence to stay resilient amidst change; the competence to adapt to and manage change; the competence to manage and take care of staff; and the competence to co-operate and communicate with diverse stakeholders.

ORIGINALITY/VALUE

This systematic review produced novel information about health-care leaders' experiences of the competencies required for crisis management during COVID-19. This study complements the field of research into crisis management in health care by introducing five original and unique competency clusters required for crisis management during the acute phase of COVID-19.

Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148

Leadership and management are becoming increasingly recognised as vital for high-performing organisations and teams in health professions education. It is often difficult for those embarking on leadership activities (as well as more experienced leaders) to find their way through the volume of literature and generic information on the topic. This guide aims to provide a framework for developing educators' understanding of leadership, management, and followership in the context of health professions education. It explains many relevant approaches to leadership and suggests various strategies through which educators can develop their practice to become more effective.

Reputation of Public Organizations: What Dimensions Are Crucial?

This paper explores the relationships among variables and determines the influences of dimensions (i.e., municipal satisfaction, organizational performance, perceived quality, contestations and complaints of the municipal executive) on the notoriety, image, and reputation (NIR) of municipal executives. We attempted to understand if citizens’ opinions influenced the evaluations, recommendations, and contestations based on NIR. Parishes in the municipality of Valongo were selected and analysed, namely Alfena, Campo e Sobrado, Valongo, and Ermesinde; a total of 998 questionnaires were collected. It was concluded that all of the studied dimensions were statistically significant in the final structural estimated model. The structural results point to municipal satisfaction and contestations and complaints of municipal executives as having directly positive and statistically significant influences on NIR. Organizational performance and perceived quality have directly positive but not statistically significant influences on NIR. The results of this research suggest that obtaining the personal opinions of citizens (e.g., regarding the work performances of their mayors) allows citizens to feel heard and active in their municipalities. From the point of view of public executives, the results of this type of study could provide valid information that allows stakeholders to make political decisions that are appropriate for the interests of their communities (e.g., by listening to their citizens).

Sex differences in emotional and meta-emotional intelligence in pre-adolescents and adolescents

The study focuses on sex differences in emotional and meta-emotional intelligence in a sample of 355 pre-adolescents and 164 adolescents. Emotional and meta-emotional intelligence were measured using the multi-trait multi-method IE-ACCME test, allowing to define individuals' profiles of ability EI, emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Results demonstrated that girls scored better than boys in ability-EI, in particular in adolescents' group, whereas boys reported higher score than girls in emotional self-concept in both groups of age. Result about meta-emotional knowledge and meta-emotional ability in self-evaluation revealed that boys systematically overestimate their emotional abilities whereas girls, particularly in the adolescent group, tend to underestimate them. Finally, in both age groups, girls scored higher than males in metaemotional beliefs. The adoption of the meta-emotional intelligence framework may help to explain the discordances about sex differences found in previous studies using self-report vs. performance measures of EI. Moreover, it may contribute to shed light on the nature-nurture debate and on the role of meta-emotional variables for explaining sex differences in EI.

The Socio-Emotional Competencies of High School and College Students in the National Polytechnic Institute (Mexico)

The socio-emotional competencies of students are essential for supporting their school and personal performance. This article presents the results and analysis of an experiment with students from the National Polytechnic Institute (IPN, Mexico) and the subsequent application of an instrument to assess their socio-emotional competencies. The questions that guided the research were the following: (1) What is the level of development of the socio-emotional competencies of IPN students? (2) How do variables such as sex, age, and educational level affect the degree of development of socio-emotional competencies? (3) Are the socio-emotional competencies of the study group similar to those of the control group? These questions were examined through a quantitative analysis of the results of an instrument organized into nine theoretical dimensions with 72 questions that integrate the content of socio-emotional competencies. The instrument was applied to 405 students. The results show, first, a high level of development, on average, of the students’ socio-emotional competencies. Second, significant differences were found between the study group and the control group in two dimensions exclusively: empathy and autonomy. Similarly, the results show significant differences in the responses of men and women in two dimensions, regulation and pro-sociality, which, according to the analysis carried out, are related to prevailing gender stereotypes. A relevant conclusion is that the strengthening of socio-affective skills from school is essential for the comprehensive development of students. Failure to attend to them reproduces pre-existing conditions in families where poverty and violence do not allow for enriched socio-emotional environments.

Is the leadership performance of public service executive managers related to their emotional intelligence?

Orientation: Growing evidence indicates a positive relationship between emotional intelligence (EI) and leadership performance. However, in non-Western public service contexts, scholarship on the nature of this bivariate relationship trails behind.Research purpose: Using the behavioural EI model, this study examined the relationships between EI competencies and leadership performance of executive managers in the South African public service.Motivation for the study: A significant bivariate relationship using the behavioural EI model implies empirical significance and practical implications for policy and leadership development in the public service.Research approach/design and method: The multi-rater Emotional and Social Competence Inventory (ESCI) measured EI competencies of 35 executive managers rated by 230 respondents. Multi-source nominations from 371 respondents measured leadership performance. Five study hypotheses were tested using Spearman’s rank correlation coefficients and analysis of variance.Main findings: The results indicated significant positive correlations between leadership performance and all four EI clusters of competencies: self-awareness, self-management, social awareness and relationship management. Of the 12 EI competencies, adaptability, inspirational leadership, emotional self-awareness and positive outlook displayed the strongest correlations. Also, a significant negative relationship between the managers’ competency gap and (self-other agreement) their performance was observed.Practical/managerial implications: The results have implications for management and leadership development and recruitment in the public service.Contribution/value-add: Using the behavioural method, this quantitative study validated the positive relationship between EI and leadership performance in the South African public service.

Competencies for superior performance across management levels in the provincial government executive offices

Purpose

The purpose of this study is to investigate a set of competencies that are important for superior performance across three top levels of management in the provincial government executive offices.

Design/methodology/approach

Using the case of the West Java Province Government, Indonesia, a qualitative approach with document analysis and behavioural event interview techniques were employed. The results were confirmed using focus group discussions. The Mann–Whitney U test was also conducted to further analyse the results.

Findings

The authors found 19 competencies grouped into five competency clusters: managing personal, managing task, managing work unit, managing socio-cultural and functional aspects. The Mann–Whitney U test results showed that managing work unit and socio-cultural aspects were more important for upper-level management, while functional aspects were more necessary for lower and middle levels of management. Two competencies, that is, achievement orientation and innovation, were the main characteristics of superior performers across all management levels, differentiating them from average performers.

Practical implications

The study suggests the need for the Government of Indonesia to improve the current competency model. Its implications on educational and training institutions are discussed.

Originality/value

This study considered three different levels of management, grouped into superior and average performers and thematically analysed their past experiences when performing their jobs. It thus extends previous competency studies that mostly focus on a particular management level and individuals' perceptions.

Micro-Skills for Learning Soft Systems Methodology? Challenges and Opportunities in an Undergraduate Dissertation Project

Soft Systems Methodology (SSM) holds promise as an effective approach to addressing real-world problem situations. However, new learners of SSM can expect a number of challenges in learning the approach: its ambiguity and complexity, the number of likely unfamiliar concepts, its focus on rational analysis over emotion, and the demanding environment in which it is applied. This paper furthers the discussion of the teaching and learning of SSM in undergraduate education by considering SSM and its components from a skills-based perspective. We suggest that attention to critical, underlying component behaviors that make up SSM and an increased consideration of emotional issues in its application are key to improving learning outcomes for initial learners. We explore challenges and an approach for address these through an illustrative case involving an undergraduate dissertation project. Finally, we offer a number of recommendations and possible future lines of research which could support SSM’s more widespread adoption in education and practice.

Integrative model of the leader competences

Purpose

The aim of the paper is to propose an integrative model of the leader competences through the analysis of the several models of competence found in the literature review.

Design/methodology/approach

The methodology used was qualitative, based partially on an integrative literature review (Torraco 2016). This paper aims to review, update and criticize the literature related to the competences approach in the organizational context and, on the other hand, to review, criticize and synthesize the literature, namely, the models and competences.

Findings

Difficulties in choosing and implementing a leader competency model led to the integration of competencies in a single model, seeking to simplify the choice and implementation process in organizations. The integrative model of leader competences arises from the literature review, more specifically from the analysis of the different approaches found. This model is grouped into four dimensions – intellectual competences, management competences, social competences and emotional competences. This research is a contribution to reduce the fragmentation of leadership and management theories and facilitates the choice and implementation of a leader competence model suited to the organization’s needs, contributing to the leadership effectiveness.

Originality/value

The integrative model of the leader competences allows the choice and implementation of a competence model with a wide range of competences considered as essential in the organizational context by several researchers. This model simplifies the process of identifying the competences that need to be developed, feeding the human resources development process within the organization.

Trait Emotional Intelligence in Surgeons

Trait emotional intelligence (trait EI or trait emotional self-efficacy) concerns people's perceptions of their emotional functioning. Two studies investigated this construct in surgeons and comparison occupations. We hypothesized that trait EI profiles would differ both within surgical specialties as well as between them and other professions. Study 1 (N = 122) compared the trait EI profiles of four different surgical specialties (General, Orthopedic, Head and Neck, and Miscellaneous surgical specialties). There were no significant differences amongst these specialties or between consultant surgeons and trainees in these specialties. Accordingly, the surgical data were combined into a single target sample (N = 462) that was compared against samples of engineers, executives and senior managers, lawyers, junior military managers, nurses, and salespeople. Surgeons scored significantly higher on global trait EI than junior military managers, but lower than executives and senior managers, salespeople, and nurses. There were no significant differences vis-à-vis engineers or lawyers. A MANOVA confirmed a similar pattern of differences in the four trait EI factors (Wellbeing, Self-control, Sociability, and Emotionality). Global trait EI scores correlated strongly with single-question measures of job satisfaction (r = 0.47) and job performance (r = 0.46) in the surgical sample. These findings suggest that interventions to optimize the trait EI profiles of surgeons can be helpful in relation to job satisfaction, job performance, and overall psychological wellbeing.

Developing a Personal Leadership Competency Model for Safety Managers: A Systems Thinking Approach

The roles of all levels of management in influencing safety, particularly in a complex work environment, are crucial. Therefore, safety managers need to develop leadership competencies (i.e., effectiveness in terms of person-oriented behaviours) to reinforce their influencing capabilities through their safety responsibilities. However, practising leadership behaviours without considering how and when these behaviours should be executed is not enough. Therefore, this paper develops a personal leadership competency model by adopting the Systems Thinking approach. The model was developed by conducting exploratory factor analysis and confirmatory factor analysis of three behavioural leadership competencies (emotional, social and cognitive) selected to fulfil the holistic view of Systems Thinking. Data were collected via self-administered questionnaire surveys. A total of 180 valid responses were received from construction managers responsible for overseeing site safety. The statistical results revealed three factors belonging to emotional competency-achievement orientation and adaptability, positive outlook, and emotional self-control. Regarding social competency, four factors represented it-teamwork, organisational awareness, coach and mentor, and conflict management. Finally, cognitive competency was found to be formed by two factors-interaction recognition and pattern recognition. All nine identified factors should, in combination, help safety managers to achieve a better understanding of themselves, of others and of their worksite environments.

Systematic Review of Socio-Emotional Values Within Organizations

The theory of separation assumes, with provocation, that an organization cannot reconcile profits and social function. Organizations can reconcile these two, apparently contrasting, missions, by considering emotions, especially moral emotions, to create a genuine motivation for focusing on goals beyond simple economic earnings and protecting organizations or groups of people from dysfunctional attitudes and behaviors, as well as considering the important role of the stakeholder accountability. Using the PRISMA method, we created a review of records using keywords relating to a socio-emotional value within organizations, with a particular focus on the last 20 years. We used the SCOPUS database and, after removing irrelevant records, we used the VOSviewer tool to create a cluster map of different areas in this topic. Some records cite the socio-emotional value that is related to organizational and employee suffering, while other articles consider it a positive factor that improves performance and prevents problems in organizations.

Testing the psychometric properties of a short skills inventory for students looking for their first job

Background

In the last two decades, the transformations that have affected the business world have had a great impact on professional performance standards. As such, they have contributed significantly to increasing concerns regarding employability. Particularly, these concerns are even more worrying among students who are looking for their first job. Consequently, this leads organizations to question whether the skills these candidates have are sufficient and adequate for them to enter the job market. Although it is a problem that deserves an urgent response, it is still poorly understood amongst academics, which is why it continues to be essential to define and signal which skills candidates should develop in order to guarantee a better person-function fit. Hereupon, the present study aims at the construction and validation of a short skills inventory for students who are looking for their first job. This inventory will allow alignment between candidates' skills and the level of performance expected by their future employers.

Methods

The development of the short skills inventory for students looking for their first job was based on Classical test theory and Item response theory methodologies. Specifically, its developmental process encompassed three studies. Study 1, comprising a qualitative scope, dealt with the development and construction of the items (n = 97). Study 2, of an exploratory nature, was intended to evaluate the psychometric properties of the instrument (n = 173). Finally, Study 3, of a confirmatory nature, was aimed at validating the results gathered from the Exploratory factor analysis (n = 407).

Results

This inventory is a valuable asset for the selection of students who are looking for their first job. The analyzes carried out over the various studies show that this instrument has satisfactory psychometric properties, and, as such, is a valid and reliable instrument and an alternative to the instruments currently used in the recruitment and selection processes.

Conclusions

The construction of this short skills inventory brings theoretical and practical benefits. In short, it contributes to reducing Portugal’s gap regarding psychological assessment upon selection considering the lack of validated and verified instruments for students looking for their first job.

The Role of Emotional and Meta-Emotional Intelligence in Pre-adolescents' Well-Being and Sociometric Status

The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva: Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D’Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff’s (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that: pre-adolescents’ meta-emotional beliefs are positively associated to eudemonic well-being: pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.

Exploring the Relation between Emotional Intelligence, Subjective Wellness, and Psychological Distress: A Case Study of University Students in Taiwan

Given the importance of emotions in human life and the necessity of managing one's emotions, this research project conducted an 18 week course on emotional management for a group of undergraduate students, investigated the differences in emotional intelligence (EI) levels before and after the course, and assessed EI's effect on selected subjective wellness and psychological distress variables. The study indicated many significant results. Most importantly, the comparison of the pre-course and post-course EI scores indicated that the EI skills and competencies could be learned and enhanced through formal education. Additionally, there were also significant regression coefficients of pre-course and post-course EI scores on both subjective wellness and psychological distress variables. The significant results endorse that EI knowledge, skills, and competencies could indeed be enhanced through formal education. In particular, the understanding of EI could help the educationists and helping professionals in assessing people's level of EI, designing relevant courses, and raising the impact of EI on both overall wellness and psychological distress.

Experiences That Matter: Unraveling the Link Between Extracurricular Activities and Emotional and Social Competencies

Emotional and social competencies have been shown to be extremely desirable in young people for their successful entry into the labor market. Their development has been studied primarily as a result of formal training in the educational and work domains, whereas relatively little is known about the role played by extracurricular activities in promoting these types of competencies. Non-working personal experiences are often used as proxies to assess the emotional and social competencies of candidates in recruitment and selection phases. However, this inference is not based on clear scientific evidence. Drawing on experiential learning theory, this study investigated empirically the relationship between a range of extracurricular activities (volunteering, cultural activities, experience abroad, sport) and the competency portfolio of graduates. Data were collected from a sample of 324 graduates through a structured survey and a multi-rater assessment of their emotional and social competencies. The results of the Partial Least Square-Path Modeling in general provide support for the positive association between experiential extracurricular activities and emotional and social competencies, although not all relationships are supported. The present study contributes to advance in the understanding of the determinants of emotional and social competencies by examining their relationship with a broad range of extracurricular activities. Moreover, it discusses implications for higher education and human resource management.

Focusing on Resilience and Renewal From Stress: The Role of Emotional and Social Intelligence Competencies

Individuals are subject to stressful events from daily chronic stress to traumatic life-changing experiences and the resulting impairment. Efforts to reduce stress or stressors are misdirected. Instead, bouncing back or recovering from such experiences, often called resilience is a far more potent way to ameliorate the ravages of chronic stress and move to a state of renewal, thriving and flourishing. Because we infect each other with stress or renewal through emotional contagion, each person's ability to manage their own emotions as well as those of others and their relationships becomes key to health. These capabilities are called emotional and social intelligence. At the trait level, they are personal dispositions but at the behavioral level they are patterns of behavior we call emotional and social intelligence competencies (ESI). This paper is a review addressing the role of emotional and social intelligence competencies in resilience. By focusing on the behavioral level of ESI, designs for more precise research and practical applications as to how to develop ESI and resilience are offered.

Revisiting the emotional intelligence and transformational leadership debate: (How) does emotional intelligence matter to effective leadership?

Orientation: Empirical evidence supports the notion that emotional intelligence (EI) and transformational leadership (TFL) are related and confirms the positive effect of this leadership style on follower attitudes and performance. However, more insight is needed into the nomological net of variables that affect outcomes of effective leadership, as experienced by the follower of a leader who exhibits TFL behaviours, being influenced by various EI competencies.Research purpose: This study developed and tested a structural model that depicts the nature of the relationships between EI competencies, TFL behaviours and three outcomes of effective leadership.Motivation for the study: We argued that more insight into how (1) different components of EI affect TFL behaviours, and how (2) different components of TFL behaviours, in turn, affect outcomes of effective leadership, could be valuable in designing targeted interventions to increase employee commitment, job satisfaction (JS) and perceived supervisor support (PSS).Research design/design and method: The cross-sectional data included a sample of 267 respondents, with 85 leader–follower dyads that were analysed with partial least squares modelling. Self and other ratings were employed.Main findings: Nine of the 19 postulated relationships in the structural model were supported. Three of the four TFL components were shown to be influenced by various components of EI. Only PSS was significantly affected by idealised influence as a TFL behaviour.Practical/managerial implications: Increased understanding of which EI competencies influence TFL behaviours may be useful in the development of leaders by guiding targeted EI intervention strategies to increase leadership effectiveness.Contribution / value-add: This study confirmed the notion that EI competencies seem to be hierarchically ordered, whilst also providing insight into the differential impact of these competencies on TFL behaviours.

A Competency Model for the Selection and Performance Improvement of Project Managers in Collaborative Construction Projects: Behavioral Studies in Norway and Finland

Collaborative work practices are getting more common in construction projects. Consequently, new project delivery models have emerged and new practices have also entered the world of traditional delivery models. The resultant collaborative construction projects provide a different working environment compared to the traditional construction delivery models. This different environment seems to require project managers with certain types of competencies, but there is currently very limited research-based knowledge concerning this subject. This study aims at identifying such competencies, which project managers of collaborative construction projects need to possess to succeed. For this purpose, a human behavioral approach was employed where project managers’ behavior in their everyday work was the main source for understanding their competencies. Accordingly, the survey strategy was utilized, where a self-evaluation questionnaire was sent to 33 project managers of collaborative construction projects, and a response rate of 73% was achieved. The findings present four groups of competencies within a matrix model, structured based on their contribution to project managers’ successful performance in collaborative construction projects and the degree to which they can develop those competencies. The developed model can provide a baseline for selecting project managers and for enhancing the performance of the current ones.

Do Emotional Competencies Influence Students’ Entrepreneurial Intentions?

Entrepreneurship is one of the critical determinants of economic development. In this research area, many scientists are trying to identify the competencies that influence later decisions about starting a business—so-called entrepreneurial intentions. The subject of the research contained in this article is the relationship between emotional competencies and declared entrepreneurial intentions, which, according to the authors, constitute an added value supporting research in the field of education for entrepreneurship. The article contributes to developing behavioral theories and solves the problem of identifying essential competencies to start a business. The survey was conducted among 209 students at Cracow University of Economics. Based on a binomial logistic regression model applied in the study, a statistically significant correlation between self-awareness and self-motivation and the students’ entrepreneurial intentions was demonstrated. In contrast, the statistically significant influence of self-regulation, empathy, and social skills on the formation of these intentions was not confirmed. Therefore, to shape entrepreneurial intentions, the education process should support developing these two key factors: self-awareness and self-motivation of young people. Decision-makers should formulate the syllabuses to develop the students’ emotional competencies, which, in turn, are a source of entrepreneurial intentions.

Examining the Effects of Cultural Value Orientations, Emotional Intelligence, and Motivational Orientations: How do LMX Mediation and Gender-Based Moderation Make a Difference?

We examined the role of leader–member exchange (LMX) as a mediator between individual differences and outcomes across three separate studies with 838 participants. Gender-based moderation was used with the LMX mediation effect. Our results suggest that gender makes a dramatic difference. Specifically, we found that LMX mediation lowered the tendency of counterproductive work behaviors (CWBs) for men. In addition, we found that LMX mediated the effect extrinsic motivation has on extrinsic job satisfaction for women. We trace these differences to a tendency for women to express a more democratic and participative leadership style, which implies a different criterion for leader performance in some situations. We also present suggestions for how the findings of our studies can be extended via organizational practice and future research.

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

BACKGROUND

The primary aim of the current study was to develop a multi-methodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction.

METHODS

Seventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666).

RESULTS

Implementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group.

CONCLUSION

Emotional intelligence as a key academic competency.

Operations managers’ individual competencies for mass customization

Purpose

The development of mass-customization capability (MCC) is crucial for a growing number of manufacturing firms nowadays and presents great challenges, especially in the area of operations management. The purpose of this paper is to provide insights into which individual competencies (ICs) of an operations manager (OM) are important to the MCC of the manufacturing organization the OM works for.

Design/methodology/approach

A multiple-case study was designed, involving eight machinery manufacturers in one European country, to collect data on their MCC and on the ICs of their OMs. Empirical case data were triangulated with analytical conceptual arguments grounded in the existing literature.

Findings

The study provides empirical evidence of, and logical explanations for, the fact that OMs working in high-MCC manufacturing organizations use the ICs of negotiation, information seeking, efficiency orientation, analytical thinking and pattern recognition significantly more often than OMs employed by low-MCC organizations.

Research limitations/implications

Future research could replicate this study in other industries and countries, as well as for other managerial roles.

Practical implications

The study provides indications for OM selection and training in companies that are pursuing a mass-customization strategy.

Originality/value

While the literature on technological and organization-level enablers of MCC has grown considerably, the understanding of its individual-level enablers is still limited and concerns mostly the workforce. This is the first study that relies not on practitioners’ opinions, but on data regarding manufacturers’ MCC and their managers’ ICs to shed light on which managerial competencies are important to a manufacturer’s MCC.

Fighting Incivility in the Workplace for Women and for All Workers: The Challenge of Primary Prevention

This article discusses the role of several constructs, such as workplace relational civility (WRC), positive relational management (PRM), and emotional intelligence (EI), as possible primary preventive resources to effectively deal with interpersonal mistreatment in the workplace (i.e., incivility). Since women endure workplace incivility more frequently than men, their well-being is particularly at risk. Thus, the possibilities for further research and primary prevention interventions in line with the achievement of the fifth Sustainable Development Goal (SDG 5) are discussed.

A brief history of pharmacy admissions in North America

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

The Impact of Executive Coaching on Project Managers’ Personal Competencies

Personal competencies have been shown to be increasingly reliable predictors of successful project managers. This research studies whether executive coaching is effective in strengthening personal competencies in the project management field. An experiment with 30 project managers and 30 observers has been conducted to determine, by means of a quantitative and qualitative approach, the impact of coaching on different competencies based on the Project Manager Competency Development Framework – Third Edition (Project Management Institute, 2017a). The conclusions reveal interesting insights, such as the finding that executive coaching has the greatest impact on behaviors related to leading, managing, and finding strategies for coping with challenging situations.

A competency framework for contractual workers of manufacturing sector

Purpose

The purpose of this paper is to develop a competency dictionary and model for contractual workers of the steel manufacturing sector of India.

Design/methodology/approach

In-depth interviews with 30 supervisors and behavioral events interviews (BEIs) with 40 contractual workers were conducted to identify and validate the competencies of the contractual workers.

Findings

The competencies identified are arranged according to the similarity and dissimilarity between it under three broad categories of competencies, i.e., knowledge, skills and attitudes. These categories are used to develop a competency dictionary which has behavioral indicators, and a framework that can be used to map and evaluate the competencies.

Practical implications

The competency dictionary and the framework developed in the present study will assist human resource practitioners in implementing competency-based human resource processes such as recruitment and selection, training and development and performance management for the contractual workers in the manufacturing sector.

Originality/value

The present study is among the few empirical studies that provide a competency dictionary and a framework of contractual workers in the manufacturing sector of India.

Human competences for sustainable strategic management: evidence from Brazil

Purpose

The purpose of this paper is to identify how human competences are associated with sustainable strategic management (SSM) within organisations.

Design/methodology/approach

This is a qualitative study in two phases: first, a theoretical phase is developed, resulting in a proposal for the role of human competences in organisational sustainability; second, an empirical phase including instrumental case studies of two large, sustainability-oriented Brazilian companies. Data were obtained from interviews and companies’ reports. The authors used Atlas.ti software to perform the thematic content analysis.

Findings

Despite the importance of human competences in SSM, the authors find evidence that this concept has not been developed, even for companies with a consolidated position in sustainability. Human competences are a requirement for effective SSM.

Research limitations/implications

Coexisting elements within an organisation, often referred to as elements of organisational and human behaviour, can influence the dynamics of the expected interrelationships between human competences and sustainability management, in addition to the influencing factors presented in this study.

Originality/value

In general, studies advocate that the relationships among organisational competences, human competences and organisational strategies must be aligned and reinforced. Nevertheless, these relationships are not that solid as they should be as stated in both the literature and the conventional discourse of practitioners.

Getting to the CORE: Putting an End to the Term “Soft Skills”

We need to retire the term “soft skills.” A new vocabulary for describing critical social and organizational skills is long overdue. Substituting the acronym “CORE” (Competence in Organizational and Relational Effectiveness) for the loaded word “soft” provides a more fitting term for the important skills the term describes and, in doing so, reframes the perceptions of these key skills to reflect their importance for career and organizational success.

Putting 'Emotional Intelligences' in Their Place: Introducing the Integrated Model of Affect-Related Individual Differences

Numerous individual differences, models, and measures have been associated with the ‘emotional intelligence’ (EI) label. This paper discusses one of the most pervasive problems regarding EI-related individual differences, namely, the lack of a meaningful theoretical framework. First, drawing upon existing theoretical frameworks, we argue that EI-related characteristics can be considered constituents of existing models of cognitive ability (ability EI), personality (trait EI), and emotion regulation (EI competencies). Second, having differentiated between these perspectives (ability, personality, and emotion regulation), we draw upon existing theory and research to build the Integrated Model of Affect-related Individual Differences (IMAID), which provides an initial mechanistic representation that explains how the different EI-related constructs are likely to interrelate and coalesce to influence affective outcomes. In essence, the IMAID is an integrated mediation model in which emotion regulation mediates the effects of ability EI and affect-related personality traits upon outcomes. Viewing EI-related constructs as interrelated extensions of well-established individual difference frameworks clarifies some pervasive misconceptions regarding EI-related characteristics and provides scholars and practitioners with a clear and useful theoretical framework ripe for exploration. We conclude by using the IMAID to suggest a theoretically driven agenda for future research.

Effects of Project Manager Competency on Green Construction Performance: The Chinese Context

Project manager competency is a key factor determining the success of a project. With the deterioration of the environment, green buildings have come into being. Compared to traditional buildings, green buildings encounter more complex problems during the construction process, and project managers are faced with greater challenges. Existing research on the evaluation of project manager competency based on green building construction (GBC) is scarce. Thus, the aim of this paper is to evaluate project manager competency for green construction. By means of a literature review and a focus group meeting, the key success factors of green buildings and project manager competency were determined. Thereafter, a questionnaire survey was used to investigate people’s understanding of the importance of project manager skills. Structural equation modeling was selected to test the hypotheses. The results demonstrate that China is in the infancy of GBC development. Leadership and organization, target management, and emotional intelligence of project managers are considered to be important factors that affect green construction performance. The results of this study provide a theoretical basis for the selection of excellent project managers for GBC.

The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model

Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed.

Performance management model for teachers based on emotional intelligence and social media competencies

Purpose

The technological advances worldwide are posing challenges for the teaching fraternity. However, certain competencies can enable the teachers to enhance their performance by managing self and adopting flexible teaching and learning tools. The purpose of this paper is to identify, analyse and model such competencies with special reference to emotional intelligence and social media competencies (SMCs). A competency framework is developed and a subsequent performance ranking system is derived in this study.

Design/methodology/approach

The statistical approach of multiple regression using partial least square based strucutural equation modelling is used for model development by estimating the impact of various competencies on performance. The technique of analytical network process is applied to derive a performance management system for ranking employees.

Findings

The paper estimates the relative impact of various competencies on superior performance of teachers, thus enabling to develop a competency model. A performance management and ranking system has also been developed.

Practical implications

A working practical model for performance management and ranking of teachers is developed on the basis of different criteria having different weightage. The ranking model can enable to develop suitable strategies for making effective recruitment and appraisal decisions.

Originality/value

The performance management model integrates emotional intelligence competencies, SMCs along with knowledge, skills and attitude, to develop fair and weightage-based performance ranking system.

The Behavioral Level of Emotional Intelligence and Its Measurement

Emotional Intelligence (EI) is now widely used in organizations and graduate schools with an increase in published research supporting it. Discussion about EI whether based on measures or theory has given little distinction as to behavioral EI (i.e., how does EI appear in a person's actions). This results in spurious conflicts about the validity of the different theories or measures which likely limit predicting managerial and leadership effectiveness, engagement, innovation and organizational citizenship. By adding a behavioral level, the concept of EI could relate to work and life outcomes beyond general mental ability and personality traits, avoid some of the criticisms while providing a more holistic theory of EI. As such, EI exists within personality as a performance trait or ability, and a self-schema self-image and trait, and a set of behaviors (i.e., competencies). The main contribution of this establishing the behavioral EI with a multi-level theory, while explaining how to assess it, the benefits of such a concept and its psychometric validity and challenges. The history and assortment of validation studies will illustrate that measures can rigorously and effectively assess the behavioral level of EI.

A New Layered Model on Emotional Intelligence

Emotional Intelligence (EI) has been an important and controversial topic during the last few decades. Its significance and its correlation with many domains of life has made it the subject of expert study. EI is the rudder for feeling, thinking, learning, problem-solving, and decision-making. In this article, we present an emotional⁻cognitive based approach to the process of gaining emotional intelligence and thus, we suggest a nine-layer pyramid of emotional intelligence and the gradual development to reach the top of EI.